Every day experiences

Every day experiences

Stage 0 –1

 Encourage your child to count everything

 Find numbers in the environment—letter boxes, signs,

clocks etc.

 Learn number songs and rhymes

 Sing finger rhymes

 Play games with number cards

 Play games with dice to learn the dot patterns

 Read books that have a maths theme

 Practise showing values with finger patterns, “Show me 3 fingers.”

 Count forwards to ten and back again


Stage 2

 Learn that we have 5 fingers on each hand

 Talk about 1/2 and 1/4. Show half an apple, pizza, orange etc.

 Practise counting back from 20 for a rocket ship blast off

 Point to numbers on a calendar and count as you say them in order

 Put number cards 1-30 in order

 Ask “What number comes before/after ?” (Numbers to 20)

 Practise different finger combinations to 5, “I’m holding

up 3 fingers, how many are hiding?”



Stage 3

 Look at the 100 board and talk about what number

comes before and after a number

 Look for patterns on the 100 board, “Look all these numbers in this

row have a 5 in them.”

 Talk about 1/2 and 1/4 of a group of objects

 Practise skip counting with your child in 10s, 5s and 2s

 Play board games e.g. snakes and ladders; practise reading a dice and

counting on from a number

 Count backwards from 20 for rocket ship blast off

 Look at doubles and halves e.g. 3+3 = 6 1/2 of 6 objects is 3



Stage 4

 Play board games—Ask your child to predict what number they will

land on e.g. “You are on 26 and have rolled a 3, which number will you

land on?”

 Read numbers larger than 30 e.g. Hundred Board

 Practise doubles up to 10+10=20

 Practise the combinations that add up to 10, (7+3, 9+1, 8+2 etc)

 Work out 1/2 and 1/4 of a set by sharing out the objects

 Look at teen numbers and practise breaking them up into

10+__=

These are just a few ideas to

give you a starting point. Try

to involve your child in as

many problem-solving activities as possible. The more

‘real’ a problem is, the more

motivated they will be to

27, 28, 29Stage 5

 Try rolling 3 dice and adding the total

 Talk about car journeys—”We’ve travelled 25km today. If we travel

17km tomorrow, how far would we have gone in total?”

 Explain to your child the strategies you are using to work things out

as they occur

 Ask your child about the different types of strategies they are using

to solve maths problems

 When shopping ask your child to work out totals in their head. “This

cost $12 and this $9. I know that 12+8=20 so one more is $21.”

 Check your child knows the basic facts to 20 (e.g. 16+4, 2+12, 17-4)

 Involve your child in baking —measure 150ml, 3/4 cup, 2 tsp etc.

 Work on the 2, 5, and 10 times tables, (Multiplication and division)

 Play board games and card games together, e.g. Crib, 500

 Relate 1/2 to doubles and 2 times table, e.g. 1/2 of 6 = 3 3+3 2x3

 Relate fractions to decimal numbers, e.g. 1/2 = .5 1/4 = .25



Stage 6

 Practise 3,4,6,7,8,9,11, and 12 times tables

 Talk about and look at family of facts, e.g. 17+3=20 3+17=20

20-3=17 20-17=3. 6X3=18 3x6=18 18÷3=6 18÷6=3

 Use flash cards to test and practise basic facts, (+ - x ÷)

 Read larger numbers like the car odometer and ask, “What is ten

more? Thirty more? Two hundred more? Three hundred less?”

 Practise putting decimal numbers in order

 Use car or real estate sales adds to get your child to read and order

large numbers

 Talk about and help your child read graphs and tables

 Look at timetables such as the TV guide and ask questions relating to

time and working out timeframes

 Create an outdoor scavenger hunt together with a map, maths questions and clues